32
Figure 4.5 The Impacts of Teaching Experience toward The Teaching Skills
The graph above presented that from teaching, the students gained impacts toward their teaching skills. There were five statements provided by the researcher
in the questionnaires related to the impact of teaching experience toward the teaching skills. The average score from the first statement which was applying
theories got from classes was 77. The second and the third statements which were understanding students who come from different backgrounds and knowing the
challenges were scored 86 for each. The fourth statement which was encouraged to build a relationship between theories and practices was scored 80. The last
statement which was feeling motivated to learn English more was scored 83.
2. Students’ Experience in Teaching English
Based on the researcher’s experience, teaching English gives impacts. Since it trains the researcher to be expert in teaching, it also motivates the researcher to
83 80
86 86
77
72 74 76 78 80 82 84 86 88
Feeling motivated to learn English more
Encouraged to build a relationship between theories and practices
Knowing the challenges as a teacher Understanding students who come
from different backgrounds Applying theories got from classes
The impacts of teaching experience toward the teaching skills
33
learn English deeper for the challenges ask so. However, a part-time English teacher is demanded to be professional in having pedagogical skills.
In general, working as a part-time English teacher gives much experiences in developing self. During the process of working as a part-time English teacher,
the researcher has obligation to teach professionally. Therefore, the bigger challenges must have been felt for those who are being part-time English teachers
instead of the students who are not working as part-time English teachers. Since teaching English could not be separated from gaining impacts, the
researcher noted the students’ answers related to their teaching experience. Based on the data from the Focus Group Discussion FGD, it could be stated that the
students could obtain four major skills, namely a entrepreneurial skills, b teaching skills, c language skills and components.
a. Entrepreneurial Skills
The self-reported data from the FGD suggested that students learned to develop their entrepreneurial skills, as shown in the table below.
Table 4.1 Respondents’ Answer Related to Entrepreneurial Skills
No. Respondent Answer
Skills
1. F
I only make this as my job is to only get more income. I just want to gain
knowledge and experience. Entrepreneurial
I am not an open person. My mood is unstable. When someone is being a
teacher, whatever comes to you, you have to be happy, you have to stay kind and
Entrepreneurial PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
34
perfect for the students you teach. So, I can control myself. I cannot do anything I
want. I cannot have bad mood since the students are our responsible. Yeah, inner
control.
2. P
I think is to open network. I have a student whose parents work in travelling.
Sometimes, her parents offer me to join when there is a foreigner. That is to
increasing experiences. I have joined them in Borobudur. I think it was happened
unintendedly. I have also taught in Kumon and in there, in the high level of learning,
the teacher has to teach in English. I need to learn to speak among others.
Entrepreneurial
I’m now more diligent in doing assignments. My student always has a
homework. After going home from teaching, I think that Dion was doing his
homework but I didn’t. I cannot give a good example. When there is an
assignment in the afternoon, I’ll directly do it in the night. So, I am on time in doing
my homework and I don’t procrastinate. Entrepreneurial
3. O
I am more patient now, Sir. I was not really patient, but when he is studying, he
is not always interested with my explanation. He always asked for me to
stop and asked me when I will go home. Then, I learn to be more patient.
Entrepreneurial
As seen in the table above, three respondents developed in the entrepreneurial skills. F herself gained knowledge, experience, and more income.
She also could control herself in any condition. According to Hisrich 2005, there are three skills which are required to be entrepreneurs, such as technical skills,
business management skills, and personal entrepreneurial skills. Having inner control and being able to negotiate became the characteristics in both business
35
management skills and personal entrepreneurial skills. This thing was confirmed by Mr. M as the Focus Group Discussion FGD facilitator.
Jadi sebenernya dengan aktivitas seperti ini, buat ka mu lebih mengenali siapa dirimu, kelemahanmu, dan mencoba berusaha keras untuk menegosiasikan dirimu
yang lemah itu dan bisa menjadi seseorang yang bisa mengendalikan diri. Tampaknya itu.
So, actually, this activity makes you know yourself, recognize your weaknesses, and try hard to negotiate with yourself who is weak and you can become a person
who is able to control yourself.
The claim that by teaching, students could get any entrepreneurial skills was also supported by what P and O said. What P said was clear that she admitted the
claim that by teaching, she could increase her communication skill and open network wider. The communication skill and network building are in the technical
skills Hisrich, 2005. Here, she obtained the technical skills needed to be entrepreneurs. This thing was also confirmed by Mr. M.
Jadi dengan kata lain bagi kamu, ada aspek entrepreneurship yang berkembang termasuk membangun jaringan ya. Ya walaupun toh belum sering ya. Baru sekali
ya. Jadi ketika belajarbekerja gitu pake waktu yang bersamaan meningkatkan keterampilanmu berkomunikasi. Apa yang kamu rasakan menyampaikan pendapat
ke orang.
So, in the other word, there is entrepreneurial aspect which is developed, like building network although it is not often yet. So, when learning or working, you
use your time to increase your skills in communicating to deliver opinions to people.
P could not only increase her communication skill and open network wider, but she also could be more reflective. She realized that she is a teacher and she has
to give good example to her students. Therefore, P, as a teacher could be good role PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
36
model for her students as what she had said during Focus Group Discussion session. as Mr. M confirmed below.
Jadi ada kesadaran untuk lebih melihat diri. Sama sepertinya ya. Anggak mirip jadi semuanya refleksif. Kalau saya bisa membuat orang lain bekerja, kayaknya
nggak adil kalau saya sendiri meninggalkan pekerjaan yang dipercayakuan ke saya. Itu sebuah proses yang harus kita akui sebagai bagian dari pembentukan
kepribadian sebagai calon guru. Entah nanti jadi calon apa.
So, there is an awareness to look at yourself. I think it is same. So, all of you are reflective. If I can make others work, it seems not fair if I must leave the works
which becomes my responsibility. That is a process which we must admit as a part of forming our attitude as teacher candidates. Whatever will be.
Another definition came from O who also felt that teaching experience which gave positive impacts. As shown in the table above, she stated that she could
be more patient as a person. Indirectly, she could negotiate with her student during teaching when the student got bored or sleepy. This negotiation skill belongs to
personal entrepreneurial skills Hisrich, 2005. O had negotiation skills was confirmed below by Mr. M.
Jadi dengan menegosisasi ya dengan anak sekalipun anak meminta sesuatu yang diluar yang kamu rencanakan.
So, by negotiating with the student although heshe asks you beyond your plan.
b. Teaching Skills
The teaching experience also gave positive impact toward students’
teaching skills. The table below presents the statements by the students. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
